Introduction to language Studies (ILS)
Learning Module
- Creator(s):
There are hundreds of languages all around the world and each language has its own unique properties. For the most part, there phonetics, phonology, morphology, syntax, semantics, pragmatics are different from one another. For example, there are some languages that use conjugations for identifying a doer, action and the time of a sentence, but some do not, there are some that use adverbial phrases to demonstrate the time of the action rather than the verb. In short, every language is unique, and the main purpose of a language is to provide a person with the tools to communicate with one another. Languages are “sets of signs. Signs combine an exponent with a meaning.” (Kratch, p.3) Languages are made of grammar and generally, grammar arranges the linguistic signs in the form of a sentence to make the signs more understandable in a context. In other words, grammar is a structure through which we arrange the signs in a meaningful way that are understandable by two or more people during communication.
According to a general understanding in the field of language education, every student who learns a second language generally bases his or her understanding on their first language. Meaning, that a the learning takes place comparatively between the first and second language. For example, if the first language of an individual has conjugation he or she immediately seeks on how to conjugate a sentence in his or her second language, but if the new language lacks conjugation than the individual learns how to communicate without conjugating a verb. For example, if an English speaker forms a sentence in the Spanish language, he or she first makes the sentence in his or her brain in English and then translates that into the Spanish language. As a matter of fact, most of the learners of a new language always translate from the first to the second language specifically at the basic or intermediate levels. This habit might change in the advance levels, yet whenever individuals come across a new situtation refer back to their dominant or first language. This is one of the main reasons that the language institute I have been serving for the past 9 years, always introduces students to the basics of their own language prior to teaching the second one, and the course that generally serve the purpose called the Introduction to Language Studies (ILS).
Introduction to Language Studies (ILS) is a course conducted by some linguistic institutes to teach a student of different components of a language and what to concentrate while studying. It talks about the similarities and differences between different languages. It not only focuses on the building blocks of a language but also provides students with different tips to find their learning styles. The course teaches students that everyone learns at a different pace, similar and different from one another, and it is ok at times to remain behind and catch back. In addition, it also talks about the ways that students can find their place at our institute. The course also has a brief revision of English grammar to help students be prepared fully for learning their second language.
My Experience:
The language institute, I have been serving for the past 9 years, implements ILS on all students. As a certified instructor of ILS, I have the opportunity to see and experience the importance of ILS, and why is it necessary to be taught prior to the teaching of a new language. When the students first arrive for learning a new language they are tested on the knowledge of their first language, which is generally a grammar test along with the explanation of some grammatical terminologies. Most of the students who claim their knowledge of the grammar receive lower grades on their first test. The second test is generally conducted at the end of the course and generally, students receive much better grades. ILS is a very important course for high school, college students, or generally adults who want to learn their second language.
Objective:
The objective of the course is to prepare the high school, college students, or generally adults who want to study a new language. ILS is a refreshing course that covers most of the linguistic terminologies, their functions, grammar, etc. It also covers the importance of culture or religion in day to day use of language. This course is designed to fully prepare students on what to expect or concentrate on, how to study, what to look, and how to be prepared for the challenges. This is a must-take course before starting learning the second language.
Focus:
Every language in the world is comprised of the following linguistic branches. Some might have all, some might have more, and some might have less, but overall all languages are comprised of these branches. Peioir the study of any language it is important to learn these termonologies, along with their definitions.
Objective:
Students should learn these terminologies, compare them with their first language. And analyze if their intended 2nd language has or use these terminologies.
What is linguistic? Linguistic is generally considered the science of languages. "It is generally a descriptive discipline rather than a prescriptive one, which means that linguists do not lay down hard and fast rules about how to use a certain language, but rather concentrate on describing the rules which (especially native) speakers seem to have internalized” (Dostert, 2009, P.4).
The following PDF which is an Introduction to Linguistics is an informative piece about the topic.
What are Phonetics and Phonology? “The two basic tasks of phonetics are the transcription and the classification of sounds, also called phones in this context. The phone is, therefore, the basic unit of phonetics and it refers to the concrete sound substance as such. In the area of articulatory phonetics, this substance is described on the basis of the articulatory properties” (Dorgeloh, 2009, p.6). For understanding the Phonetics or Phonology please watch the following clips.
Some languages have identified their sounds into the two categories of vowels and consonants and the English language is one of them. For understanding the concept please watch the following clip.
Morphology: is derived from the Greek word means shape or form, and “is used in linguistics to denote the study of words, both with regard to their internal structure and their combination or formation to form new or larger units” (Dostert, 2009, p.18).
With the help of affixes, prefixes, and suffixes we can create new words that will have slightly meanings than their stem words. For clarification please watch the following clip.
Syntax: Generally referred to word order in a sentence, we generally know as the Grammar of a language. For a better understanding of the Syntax please refer to the following clip.
Semantics: Referred to the meaning of a sentence. (Puschmann, 2009, p.28)
Syntax vs Semantics (Philosophical Distinctions)
Pragmatic: “Pragmatics is concerned with how people use language within a context, in real-life situations.” (Puchmann, 2009, p. 37) For a better understanding of the Pragmatic please refer to the following clip.
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Supplementals for the instructor:
1 - Some PDF files that will help the future instructor with the Principles of a Language.
McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. 1 Introduction Language is our primary means of communication. Language is transmitted through learning: https://slideplayer.com/slide/6759225/
SEMANTICS An Introduction to Linguistics. What does semantics study? Semantics studies the meaning of language. https://slideplayer.com/slide/8625464/
2 - Some PDF files or links that will help the future instructor with the ILS.
3 - Some PDF files or links that will help the future instructor with Task-Base Learning:
Rubrics:
Attaacehd please find the rubric of Updates, Responses, and the Project.
Focus:
In this section, the focus will be on the revision of English grammar. It is always good to review English grammar before learning a new language. English grammar is consists of a lot of things, but in here the main focus will be on the parts of speech.
Objective:
A revision of the English Grammar for the native speakers of the English language. Students should be fully aware of there own grammar before starting their second language.
We will start with the Part of Speach:
A clip that explains parts of speech:
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When it comes to learning a new language there are a few factors that play an important role in how we learn a language. For example, the level of interest we might have, our motivation level, time management, how difficult the language is, and why one should study this language, etc. Once, an individual is satisfied that he or she is fully ready and motivated to learn a language. The second phase starts with the learning style of the individual. The individual needs to know if he or she is an active or a passive learner? Does he or she like to learn through learning/teaching or practically engaging in a conversation? Or most importantly what is the individual's lerning style. Every individual has one or multiple preferences of learning which we call learning style. As a student, it is important to find our learning style and try different activities in relation.
Objective:
The objective of this update is to make students aware of thier learning styles and to expose them to other once. By the end of this update, they should have a clear understanding of their learning styles. And they should be able to talk about the following questions.
Learning style inventory:
Learning style:
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Vocabulary is one of the most important branches of learning when it comes to learning a new language. In fact, it is even more important than learning the grammar of a language. For example, if I say: I soccer played friends with. Even though it is grammatically wrong, yet you will be able to understand, but if I say: I played friends, even though the sentence is correct yet it can not convey the message.
When learning a new vocab, it is equally important to learn or understand at least its four properties aside from retaining the word, for example, different meanings of the word, its pronunciation based on dialects, its grammatical structure, and its cultural or contextual use.
Objective:
In this update, the students will understand the different phases of vocabulary, its importance, and when using what to concentrate. At the end of this update, students will be able to understand the difference between active and passive vocabularies, content and functional vocabularies, and etc.
As a whole, a language might have thousands of words that are important to learn and communicate. However, if they are leaned by types or categories might make it easier to build a dictionary bank as well as to speak in the target language. Overall there are two categories of words. For farther information on the matter please visit the following website. http://www.viviancook.uk/Words/ContentStructure.htm
1. Structure words: used for the grammatical framework of a language such as a pronoun, determiners, conjunctions, and pre/postpositions.
2. Content words: used for providing meaning into a sentence such as nouns, verbs, adverbs, and adjectives. Furthermore, the content words are divided into two other categories that have to do with the usage of activeness of the words, such as low frequency vs high-frequency words, and active vs passive words.
3. High-Frequency words: used in general conversations, on daily bases and need to be learned in the first place, and they are almost 100 to 400 words depending on a language.
4. Low-Frequency Words: generally used in social, philosophical or professional settings and there are thousands of them in a language.
Active words/verbs: used mostly in a language where the doer of a language is important, or basically some languages are active by nature just like the English language.
Passive Words/Verbs: used mostly in a language where the doer of a language is not important, or basically some languages are passive by nature just like the Spanish language.
Active and Passive Verbs
Tips on how to memorize or a word: There are hundreds of different ways that an individual can learn or memorize a word, yet as an individual, he or she has to find the best method that helps him or her. For example, most of the recent researches talk about the usage of the word in a context we like or feel pleasure, and in the second level the recitation and repetition of the word. In addition, learning words based on a theme more likely makes memorization easier.
The following chart talks about some of the ways we can improve our memorizations.
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Sociolinguistic is referred to as the meaning of a sentence or a phrase in the context of a society. “Sociolinguistics accounts for the influence of these factors, such as age, social class or sex, on the way we speak or write, on the linguistic structures we use and on how individuals or groups deviate from what may be called the standard use of language. “ (Krabbe, 2009, p. 45)
It is very important to learn the sociolinguistic of a language besides its grammar and other specifications. The focus in this update would be on how to learn them, and how they can be differently used in different dialects of a language.
Sociolinguistic also has the meaning of formal or informal speaking, and how do they play a role in speaking with the native people of the language.
Objective:
At the end of this update, students will be able to learn about the importance of sociolinguistic in learning a new language. Students will learn how sociolinguistic will play a role in low and high-level conversations.
For the in-depth understanding of the sociolinguistic and its role, please watch the following clips.
An Introduction to Sociolinguistics
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Text-type is a way to determine the level of a text, a paragraph, an essay, or a story.
Objective:
By the end of this update, students will be able to have the knowledge to rate a paragraph or an essay. They will be able to choose the appropriate level of text for themselves while doing self-study.
The following website has the standard criteria on how to rate a text. Please find the standards in the body of the update as well. https://www.govtilr.org/Skills/ILRscale4.htm
"Interagency Language Roundtable Language Skill Level Descriptions - Reading
R-0+: Reading 0+ (Memorized Proficiency) Can recognize all the letters in the printed version of an alphabetic system and high-frequency elements of a syllabary or a character system. Able to read some or all of the following: numbers, isolated words and phrases, personal and place names, street signs, office and shop designations. The above often interpreted inaccurately. Unable to read connected prose.
R-1: Reading 1 (Elementary Proficiency) Sufficient comprehension to read very simple connected written material in a form equivalent to usual printing or typescript. Can read either representations of familiar formulaic verbal exchanges or simple language containing only the highest frequency structural patterns and vocabulary, including shared international vocabulary items and cognates (when appropriate). Able to read and understand known language elements that have been recombined in new ways to achieve different meanings at a similar level of simplicity. Texts may include descriptions of persons, places or things: and explanations of geography and government such as those simplified for tourists. Some misunderstandings possible on simple texts. Can get some main ideas and locate prominent items of professional significance in more complex texts. Can identify general subject matter in some authentic texts.
R-1+: Reading 1+ (Elementary Proficiency, Plus) Sufficient comprehension to understand simple discourse in printed form for informative social purposes. Can read material such as announcements of public events, simple prose containing biographical information or narration of events, and straightforward newspaper headlines. Can guess at unfamiliar vocabulary if highly contextualized, but with difficulty in unfamiliar contexts. Can get some main ideas and locate routine information of professional significance in more complex texts. Can follow essential points of written discussion at an elementary level on topics in his/her special professional field. In commonly taught languages, the individual may not control the structure well. For example, basic grammatical relations are often misinterpreted, and temporal reference may rely primarily on lexical items as time indicators. Has some difficulty with the cohesive factors in discourse, such as matching pronouns with referents. May have to read materials several times for understanding. [Back to Top]
R-2: Reading 2 (Limited Working Proficiency) Sufficient comprehension to read simple, authentic written material in a form equivalent to usual printing or typescript on subjects within a familiar context. Able to read with some misunderstandings straightforward, familiar, factual material, but in general insufficiently experienced with the language to draw inferences directly from the linguistic aspects of the text. Can locate and understand the main ideas and details in material written for the general reader. However, persons who have professional knowledge of a subject may be able to summarize or perform sorting and locating tasks with written texts that are well beyond their general proficiency level. The individual can read uncomplicated, but authentic prose on familiar subjects that are normally presented in a predictable sequence which aids the reader in understanding. Texts may include descriptions and narrations in contexts such as news items describing frequently occurring events, simple biographical information, social notices, formulaic business letters, and simple technical material written for the general reader. Generally the prose that can be read by the individual is predominantly in straightforward/high-frequency sentence patterns. The individual does not have a broad active vocabulary (that is, which he/she recognizes immediately on sight), but is able to use contextual and real-world cues to understand the text. Characteristically, however, the individual is quite slow in performing such a process. Is typically able to answer factual questions about authentic texts of the types described above.R-2+: Reading 2+ (Limited Working Proficiency, Plus) Sufficient comprehension to understand most factual material in non-technical prose as well as some discussions on concrete topics related to special professional interests. Is markedly more proficient at reading materials on a familiar topic. Is able to separate the main ideas and details from lesser ones and uses that distinction to advance understanding. The individual is able to use linguistic context and real-world knowledge to make sensible guesses about unfamiliar material. Has a broad active reading vocabulary. The individual is able to get the gist of main and subsidiary ideas in texts which could only be read thoroughly by persons with much higher proficiencies. Weaknesses include slowness, uncertainty, inability to discern nuance and/or intentionally disguised meaning.
R-3: Reading 3 (General Professional Proficiency) Able to read within a normal range of speed and with almost complete comprehension a variety of authentic prose material on unfamiliar subjects. Reading ability is not dependent on subject matter knowledge, although it is not expected that the individual can comprehend thoroughly subject matter which is highly dependent on cultural knowledge or which is outside his/her general experience and not accompanied by explanation. Text-types include news stories similar to wire service reports or international news items in major periodicals, routine correspondence, general reports, and technical material in his/her professional field; all of these may include hypothesis, argumentation and supported opinions. Misreading rare. Almost always able to interpret material correctly, relate ideas and "read between the lines," (that is, understand the writers' implicit intents in text of the above types). Can get the gist of more sophisticated texts, but may be unable to detect or understand subtlety and nuance. Rarely has to pause over or reread general vocabulary. However, may experience some difficulty with unusually complex structure and low frequency idioms.
R-3+: Reading 3+ (General Professional Proficiency, Plus) Can comprehend a variety of styles and forms pertinent to professional needs. Rarely misinterprets such texts or rarely experiences difficulty relating ideas or making inferences. Able to comprehend many sociolinguistic and cultural references. However, may miss some nuances and subtleties. Able to comprehend a considerable range of intentionally complex structures, low frequency idioms, and uncommon connotative intentions, however, accuracy is not complete. The individual is typically able to read with facility, understand, and appreciate contemporary expository, technical or literary texts which do not rely heavily on slang and unusual items.
R-4: Reading 4 (Advanced Professional Proficiency) Able to read fluently and accurately all styles and forms of the language pertinent to professional needs. The individual's experience with the written language is extensive enough that he/she is able to relate inferences in the text to real-world knowledge and understand almost all sociolinguistic and cultural references. Able to "read beyond the lines" (that is, to understand the full ramifications of texts as they are situated in the wider cultural, political, or social environment). Able to read and understand the intent of writers' use of nuance and subtlety. The individual can discern relationships among sophisticated written materials in the context of broad experience. Can follow unpredictable turns of thought readily in, for example, editorial, conjectural, and literary texts in any subject matter area directed to the general reader. Can read essentially all materials in his/her special field, including official and professional documents and correspondence. Recognizes all professionally relevant vocabulary known to the educated non-professional native, although may have some difficulty with slang. Can read reasonably legible handwriting without difficulty. Accuracy is often nearly that of a well-educated native reader.
R-4+: Reading 4+ (Advanced Professional Proficiency, Plus) Nearly native ability to read and understand extremely difficult or abstract prose, a very wide variety of vocabulary, idioms, colloquialisms and slang. Strong sensitivity to and understanding of sociolinguistic and cultural references. Little difficulty in reading less than fully legible handwriting. Broad ability to "read beyond the lines" (that is, to understand the full ramifications of texts as they are situated in the wider cultural, political, or social environment) is nearly that of a well-read or well-educated native reader. Accuracy is close to that of the well-educated native reader, but not equivalent.
R-5: Reading 5 (Functionally Native Proficiency) Reading proficiency is functionally equivalent to that of the well-educated native reader. Can read extremely difficult and abstract prose; for example, general legal and technical as well as highly colloquial writings. Able to read literary texts, typically including contemporary avant-garde prose, poetry and theatrical writing. Can read classical/archaic forms of literature with the same degree of facility as the well-educated, but non-specialist native. Reads and understands a wide variety of vocabulary and idioms, colloquialisms, slang, and pertinent cultural references. With varying degrees of difficulty, can read all kinds of handwritten documents. Accuracy of comprehension is equivalent to that of a well-educated native reader."
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Project 1.1
Students have to write an essay related to the differences between English and the language they are studying. The essay should be consistent of at least 2500 words. The essay should have at least 10 media, 10 pair-reviewed journals or articles, and 2500 words.
The essay should discuss:
Attached please find the info about the ILS:
Attached please find the rubric for the project:
AARHUS UNIVERSITY. ( n – d ). What is Learning Styles?. Retrieved from https://d1311w59cs7lwz.cloudfront.net/attachment/234415/ef9360ec2896faee954570c6a7a799370ba6f566/Lauridsen_What_is_Learning_Styles_new_EN.pdf?Expires=1570840045&Signature=VNmbkFZFO6DOFF68U3-t56Ee-vaEiP3Jbdgoa4GP1lINTFkrkoWe20B6y-0f0hChhUKcZ8QxqoYEiSJsv-JmuNKhPw-K3KFNkcBvpp2M~YtgT3SoEuAx1ZfefefCMjVFcPh50rTX26Y0D~86CziIQ9rClfuOYVeZVMyLX4drh7~zS6pmIY4b-qXIi1l4oVDy-RAOQxdRrGWoRYfpLlEnZEJ0pwSRHG28d3mK46ANY4Gykl6KttoHMTrz7d-Vij9pBFSwA8ioAQeo8mi1Ju-gDvnPTlw1F7yh6PF5kP0MXL3WtIBEMmWrLm70Hz-7aD8nzqB3JrUP-hcg0UEFdkDt8g__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA
Bennett, H. (2015). Linguistics The first week. Chapter 1 Introduction 1.1 Linguistics. Retrieved from https://slideplayer.com/slide/7955925/
Caneades. (2015). Syntax vs Semantics (Philosophical Distinctions). Retrieved from https://www.youtube.com/watch?v=zdoIfEKw3eU
CareerVidz. (2016). Learning Style Quiz - What Kind of Learner are You?. Retrieved from https://www.youtube.com/watch?time_continue=1&v=HWhjH5wNEBY
Coachshanesesl. (2012). Q&A VOWEL SOUNDS (American Pronunciation) Short & Long Vowel Sounds, Schwa Sound. Retrieved from https://www.youtube.com/watch?v=Bj2n-RHEyLw
Davidson, R. (2016). Definition of Terms ® Second Language Acquisition. Retrieved from https://slideplayer.com/slide/9720676/
Defence Language Institue Washington Office (2017) Students Handbook. Retrieved from https://www.dliflc.edu/wp-content/uploads/2017/01/Student-Handbook-DLI-Washington-2017.pdf
Desha, J. (2019). High and low frequency words and terms in sales. Retrieved from https://www.youtube.com/watch?time_continue=1&v=-UuijwgclDE
Dostert, S. (2009). Introduction to English Language and Linguistics – Reader. Retrieved from https://pdfs.semanticscholar.org/c0a1/c3cf559427e80f27ddae69984519029f1765.pdf
Examizy Com. (2017). What's Your Learning Style?. Retrieved from https://www.youtube.com/watch?v=uQkTho2or8U
FloatingUniversity. (2011). Steven Pinker on Language Pragmatics. Retrieved from https://www.youtube.com/watch?v=VKbp4hEHV-s
Gass, S. & Selinker, L. (2008). Second Language Acquisition An introductory Course. Retrieved from https://blogs.umass.edu/moiry/files/2015/08/Gass.Second-Language-Acquisition.pdf
Guo-jhen. (2017). Task Based Learning Workshop. Retrieved from https://www.youtube.com/watch?v=XCefP2dRgWg
Herraiz-Martinez, A. (2018). Technology and task-based language teaching (TBLT): Exploring pragmatics. Retrieved from https://d1311w59cs7lwz.cloudfront.net/attachment/234284/f97d9be5ea7a70ca28a07588af750c836256466e/Technology_20and_20task-based_20language_20teaching_20(TBLT)-_20Exploring_20pragmatics.pdf?Expires=1570840045&Signature=B2Fub96DtBjbTnv7lreFPAQjg2jwtAgKMrxC0ssoqcxtTp8o1NSSdwRhaby80b65IALohuTCWDIF8dH0E7KyL3KA49NzgzKQ4pn6IeF-hlfJsenxqLeNwefbggjWz-1-dc68LnYFBFsSKPPTY2K93q0gjsbvxFPPmJ9ZS7mpKVKItKs5We9CpJZUCP3p42GPvpyFRTWoW- AanOO5cQ6Nx5lL0YYgaSt2lUeeornXwPx8a1JJFp8lILUdxEr5gZtNrbLJnVtaPU4~4hRzCm4Ngcq8wIIWQNGeoA4OiDhEOxoTmMvwZov0xLj30bIBAVROPS-drbiFcKHJFkHiEt3X2Q__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA
Hilert, H. (2014). Sociolinguistics - the study of variation in language. Retrieved from https://www.youtube.com/watch?time_continue=178&v=eYIyMCoIAZY
Howcast. (2014). Active vs. Passive Voice | Grammar Lessons. Retrieved from https://www.youtube.com/watch?v=cOhUmttkt90
Karavas, E. (2015). Applied Linguistics to Foreign Language Teaching and Learning. Retrieved from https://slideplayer.com/slide/7406865/
KelshyTube. ( n – d ). English Phonetics (Symbols and Pronunciation). Retrieved from https://www.youtube.com/watch?time_continue=6&v=JIytoY5_gpw
Kracht, M. ( n- d ). Introduction to Linguistics. Retrieved from https://d1311w59cs7lwz.cloudfront.net/attachment/233913/64a7bd228eb294705a6b36b4778296d59f7813e7/ling-intro.pdf?Expires=1570840045&Signature=bgIZ~DWdbA-fyF6UBYSonHocF843WoeLsvaD3c-EbC-vimlZi2pt~822B5h7hujtMZf6xJp6Qmeo9IMPKSCKFE-oOTcbGVagYCqKETQb0ePic0s3rxUCJBzX1xB-rvenn-bDR5HmW9sjVlFYGqqowMMo5nPWCvRYPyE-JcbrtZnynoRI9X3nweL3mxx30bBTIosqTroeiPEG1f3iWNNQo-9z3fhu8toGzA-GJWikbgHzTRG5WXuUgp6MyGTFPV~wR37oLPhvwrES~XlB2PUzaYBEYmP6V-mGUnQE32VbL9Fi2JziJi5GsdoQNZ9BQScfmoIGffIx48QKEbCCtDxbxg__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA
Logicof English. (2012). Morphology Lesson 1. Retrieved from https://www.youtube.com/watch?v=KmnzJv0kQ7I
MacFarlane, A. (2001). Are brief contact experiences and classroom language learning complementary? Canadian Modern Language Review, 58(1), 64–83. Retrieved from https://doi.org/10.3138/cmlr.58.1.64
Make Your Mind Up. (2018). What Learning Style Are You? Quiz & Tips (2018). Retrieved from https://www.youtube.com/watch?v=eoIr59LNUyE
McGovern, J. (2012). Active and Passive Verbs. Retrieved from https://www.youtube.com/watch?v=BlaZS7eUAgo
McCoy, H. (2016). SEMANTICS An Introduction to Linguistics. What does semantics study? Semantics studies the meaning of language. Retrieved from https://slideplayer.com/slide/8625464/
McGraw-Hill. ( 2004 ). Introduction Language is our primary means of communication. Language is transmitted through learning. Retrieved from https://slideplayer.com/slide/6759225/
Mometrix. (2018). Syntax in English. Retrieved from https://www.youtube.com/watch?v=rw62E9v9DnU
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